The clarion. [volume] (Jackson, Miss.) 1883-1888, 1887-09-14
Uniformity of Text Books In Public
Schools.
An ESSAY READ BY JOHN w. JOHNSON,
BEFORE THE TEACHERS ASSOCIATION
IN sTARKvILLE, MISS, JULY 18th,
1887.

Mr.. President, Ladies and Gentlemen;
Text books to the teacher are whai
tools are to the mechanic, or arms to ths
sportsman and warrior. As similarity oi
arms gives beauty, symmetry, and
efficiency to battle ranks of soldiery, sc
does uniformity of text books add to
the ease, grace and rapidity of mental
culture in the school room.
/ shall present my subject, "Uniformf
| ty of Text Books" from three different
stand-points, viz: In schools, in counties
| in States. A simple common-sense view
only is required for the first division
| One of the fundamental ideas in the
organization of schools is the advantage
gained by classification. Without classif
cation the most Jealous and worthy efforts
of the teacher are limited and well nigh
abortive. The very few pupils that the
teacher can serve, annihilates the spirit
of emulation and rivalry, which is sc
often fraught with the best of conse-
quences. Such school becomes lifeless
for plain reason-the want of more
liues.
We are fondly gregarious by nature;
and this quality of our constitution
seems more potent and influential in
children than in adults. Put children
together il you want them to do any
thing; to play, let them play together
to work, let them work together; to sing,
let them sing in groups, they enjoy it;
to eat, let them have the dining room to
themselves, they will all be at home;
to sleep, let them nestle many and close
the little pallet or trundle bed is like a
IS,s4 e.
the difference being that in the case of
welcome, which is not equally true for
the way worn traveller entering the jam
of crowded car or omnibus. If you
want children to study, let them study
together, having the same books, the
same lessons, sitting in the same room
and reciting to the same teacher. What
is more pleasant than for teacher to
have her group of thirty or thirty-five
children all properly classed; so that in
explaining some interesting point,
dozens and scores of bright eyes are all
upturned, eager to catch the tiny morsel
of knowledge, and every mind gladly
appropriating it to its own treasure
house of knowledge. The teacher has
ample time to enlarge and illustrate any
point, and to tell an anecdote or story,
to break the monotony of routine, and
add al interest to daily duties.
But the contrary to this is 80 often
found. The teacher opens school to find
perhaps English Grammars from four
different authors, perhaps even greater
variety of Arithmetics. And so she
must worry and hurry over four or five
lessons in the time that ought to be
given to one, and that, too, with two,
three or four in a class. While one
little bunch is reciting the others are
restive, mischievous and troublesome,
thus adding more vexation and him
drance to the teacher in trying to dis
charge her conflicting duties. Whereas
If all could be classified, interest would
be maintained, attention secured, and
far more efficient and satisfactory work
accomplished. Let the teacher suggest
that Reed and Kellogg is superior to
Smith, Kirkham, or Butler, and perhaps
the reply is sharper than two edged
sword, with grave inuendO that the
teacher is not competent to handle these
old reliable standard works, but is
carried away with some short-sighted
artificial notions of far inferior books,
and then will the patron close the warn
ing with an appeal for economy in the
matter of text books, saying: 81 cannot
and will not try to accommodate every
new teacher who comes along, by buying
a new supply of books. | have done
that already several times, and before
my children can half way know one
book / am called upon to get new sup
ply. | see no end to it, unless | make
an end, and this / have determined to
do at once" The result is that parents
are justly indignant at the idea of
changing school-books continually, the
teacher is worried and hurried aud
wearied numerically, she finds conflict
ing methods of construction in different
Grammars, various rules in Arithmetic,
and finally she feels despondent, and
really believes she would prefer the
sewing machine or the clerks desk, or
the mantuamaker's calling to that of the
teacher. The children are confused;
they observe these different construc-
tions, and different rules, and not being
able to master the subject far enough to
comprehend and harmonic these diff
ferences, they conclude that the whole
matter is in confused and gloomy state,
and where authors differ, they think it
simply impossible for children ever to
make their way clear. Hence they lose
confidence in our system of instruction,
grow Indifferent, become discouraged,
and finally insist on stopping school;
sad as the fact is, too many parents allow
their children to do as they please in
this matter, and in fact nearly every
other. Hence we conclude that among
the many causes of dissatisfaction in
schools, to teachers, patron and pupil,
the want of uniformity in text books
constitute one of the largest factors.
Considered from this standpoint alone
this want seems to be a necessary evil,
without remedy or antidote. Parents
are not to blame. They are willing
enough to buy any series of text books
for the education of their children if
one times buying would suffice. But it
is the repetition of the thing that
worries and tries their patience. The
continual demand of teachers for new
books, when the shelves st home are
packed with books scarcely used enough
to be properly called secondhand books,
but rather, as the merchants say, shelf
worn books. Not finger print to. be
seen in the last half of the book, and
no injury at all in the first half. The
teacher is not to be blamed. We have
noticed the Inconvenience and confusion
growing out of a great variety of text
books, and hence it is but natural and
right that the teacher should endeavor
to classify as far as possible and when
necessary to call upon parents for new
books. Not so much for her own con-
venience, as for the general good of the
school and special good of the child.
Before another session opens perhaps
half a dozen patrons will move to an
other community, or rather to as many
new communities, others will take their
places, and hence another general mix
ture of text books We infer, therefore,
that in schools viewed singly and sepa-
rately, uniformity in textbooks is sim
| ply impossible.
We search for relief, then, from the
next standpoint, viz: Can we have uni-
| formity of text books by countiesf 7
The thoughts of futile efforts already
made probably fash before the minds of
| all. Such laws have found their way to
our statute books and for ought know
they are tnereyet. Bat they have never
accomplished the ends for which they
were intended. believe i am correct
| in saving that . few counties have made q
success Of the effort, and are well pleased.
| But these form the exception and not
the rule. The law undoubtedly has its
advantages, if it could be carried out in
rood faith The introduction of the
| law had its opposition IS innovations
generally have. It il bad enough when
enc or two or half dozen patrons per-
lemptOrily refuse to buy books and thnz
worry the teacher; but Is worse when
whole commuEities refuse, and thus sef
/ the lar # naught- Thor seems 10 be Z